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Reading Bi

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Reading Bi .
Throughout the semester, Luyil past six
avitiag prampte (every nwo weeks} on
Blackboard that will ask yoo to think
and write about the materials read and
Writing Prompt #l discussed in class. You are responsible
for choosing and respanding to these of
these poompts throughout the semester,
Due Sunday March 6", 2022 by 11:59pm Each response is 15% of grade.
1000 words, submit in “Reading Response” folder on Blackboard
Drawing from the readings and othe class materiats from Febcuary 1*-February 24°, identify
one example of European cxploration, colonization, control, exploitation, profit and/or piracy
in what is now the Dominican Republic, Cuba, and Puerto Rico. Provide information about the
‘Who-Where-When-What-How-Why of the example. As you expand upon cach of these points,
especially for the “why” and “how,” provide details about relevant historical or geographical
context; the causes and/or effects of certain events; and processes or ideas that were important or
developed during that historical moment. Can you make any connections between your example
and any of Garcia-Peiia's theoretical points listed below? 5%
Using the readings and other class materials from February 1"-February 24", identify one
exampke of the Taino, indigenous, African, Afro-indigenous, and/or any other group's
response and resistance to European exploration, colonization, control, exploitation, profit
andor piracy in what is now the Dominican Republic, Cuba, and Puerto Rico. Explain the Who-
‘Where-When-What-Why-How of the example. As you expand upon cach of these points,
especially for the “why” and “how,” provide details about relevant historical or geographical
context; the causes and/or effects of certain events; and processes or ideas that were important or
developed during that historical moment. Can you make any connections between your example
and any of Garcia-Peiia's theoretical points listed below? 5%
Finally, draw from the theoretical points that are below, from Garcia-Pefia’s introduction, to put
your two historical examples in conversation with cach other. What connections can you make
between them? Could one be considered a diction, and the other a corresponding or related
contradiction? What do your historical examples have to do with violence, silencing, bordering,
nation-building, racialization, the body, negotiation, archives, history, and/or colonial desires,
etc.? 5%
1. “The stories and histories upheld by nations and their dominant archive create
marginality through acts of exclusion, violence, and silencing. Though these official
stories of exclusion are influential in bordering the nation and shaping national identity,
this book also shows they are always contested, negotiated, and even redefined through
contradictions” (3).
2. “This book is concerned with how dictions—that which is written, said, or
described—impact the way people, particularly those considered ethnic minority,
a
colonial, or racialized subjects, are imagined and produced across national
paradigms” (5).
3. “If the body of the racialized subject can carry the burden of coloniality (“good rum and
cheap whores”), becoming a screen onto which colonial desires and fears can be
projected, this book argues it can also become a site from where the histories and stories
that perpetuate and sustain the oppressive borders of the nation can be interpellated. |
Propose the body...as a site for negotiating the narratives of race, gender, and
cultural belonging that operate in bordering the nation™ (6).
4. “Bordering implies an actor (one who enacts the bordering) and a recipient (they who
are bordered)” (6).
5. “The term ‘contradiction’ frames my analysis of the ways in which narratives produce
uations through the violence, exclusion, and the continuous control of racialized
bodies...‘diction’ signifies the performance of language and meaniag...my
interrogations of the texts bring attention to the contradictions that surge within and
between history and literature, showing how literature works, at times, to sustain
hegemony, while at others, it serves to contest it” (13).